Libraries at University of Nebraska-Lincoln


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In any institution of learning, the true prove of any student’s performance is the level of academic achievement grade which may be a product of many independent variables. On the other hand, an impaired academic achievement motivation more often than not may portend danger on the learning outcome and intellectual well being of such student(s). This study therefore investigated the relationship between academic self-efficacy, peer group and examination anxiety with academic achievement drive of library and information science students. The study used descriptive survey research design and guided by three research questions as well as three formulated and tested hypothesis. Data were collected through four validated instruments from 399 library and information science students randomly selected from universities in Nigeria. Data collected were analyzed using Multiple Regression Analysis (MRA) and Pearson Product Moment Correlation (PPMC) at P>0.05 level of significance. The outcome of the study revealed that the independent variables (academic self-efficacy, peer influence and examination anxiety) have statistical significant influence on academic achievement drive of library and information science students. To this end, it was recommended among other things, that students should believe in their ability to excel, should as a matter of necessity take their studies seriously, form good study habit and set for themselves SMART goals that can spur them into developing positive academic achievement drive for academic excellence.